US20210174693A1 - An interface for training content over a network of mobile devices - Google Patents

An interface for training content over a network of mobile devices Download PDF

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Publication number
US20210174693A1
US20210174693A1 US16/761,501 US201816761501A US2021174693A1 US 20210174693 A1 US20210174693 A1 US 20210174693A1 US 201816761501 A US201816761501 A US 201816761501A US 2021174693 A1 US2021174693 A1 US 2021174693A1
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Prior art keywords
network
learner
interface
over
sending
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Abandoned
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US16/761,501
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English (en)
Inventor
Tal ALMOG NAGLER
Hagai CHOROWICZ
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Bites Learning Ltd
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Bites Learning Ltd
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Priority to US16/761,501 priority Critical patent/US20210174693A1/en
Publication of US20210174693A1 publication Critical patent/US20210174693A1/en
Abandoned legal-status Critical Current

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    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers
    • G09B7/06—Electrically-operated teaching apparatus or devices working with questions and answers of the multiple-choice answer-type, i.e. where a given question is provided with a series of answers and a choice has to be made from the answers
    • G09B7/07—Electrically-operated teaching apparatus or devices working with questions and answers of the multiple-choice answer-type, i.e. where a given question is provided with a series of answers and a choice has to be made from the answers providing for individual presentation of questions to a plurality of student stations
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q30/00—Commerce
    • G06Q30/02—Marketing; Price estimation or determination; Fundraising
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q50/00—Information and communication technology [ICT] specially adapted for implementation of business processes of specific business sectors, e.g. utilities or tourism
    • G06Q50/10—Services
    • G06Q50/20—Education
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/06—Electrically-operated educational appliances with both visual and audible presentation of the material to be studied
    • G09B5/065—Combinations of audio and video presentations, e.g. videotapes, videodiscs, television systems
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G09B5/12—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations different stations being capable of presenting different information simultaneously
    • G09B5/125—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations different stations being capable of presenting different information simultaneously the stations being mobile
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers
    • G09B7/02—Electrically-operated teaching apparatus or devices working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student
    • H04L51/32—
    • H—ELECTRICITY
    • H04—ELECTRIC COMMUNICATION TECHNIQUE
    • H04L—TRANSMISSION OF DIGITAL INFORMATION, e.g. TELEGRAPHIC COMMUNICATION
    • H04L51/00—User-to-user messaging in packet-switching networks, transmitted according to store-and-forward or real-time protocols, e.g. e-mail
    • H04L51/52—User-to-user messaging in packet-switching networks, transmitted according to store-and-forward or real-time protocols, e.g. e-mail for supporting social networking services

Definitions

  • the present invention in some embodiments thereof, relates to an interface for training content and more particularly but not exclusively to an interface for use on a mobile network communication device.
  • U.S. Pat. No. 8,560,366 appears to disclose, “A system, method, and article of manufacture are provided for technology sharing during demand and supply planning in a network-based supply chain environment. Steps included are providing locator and mapping capabilities utilizing the network. Technology that includes streaming audio, stereo audio and video data is also shared utilizing the network. Encryption capabilities for the technology are also included. Further, searching capabilities are provided utilizing the network in addition to logging events and passive user profiling. The event logging includes logging network operations. User profile data is automatically received and stored. User profile data includes user identity, state, preferences and interests. User profile data is also automatically exported to an active profile manager which automatically adds additional user profile data. Additional user profile data includes information related to whether the user is a service provider or a manufacturer and the location of user.”
  • the present invention successfully addresses the shortcomings of the presently known instructor tools by providing a simple to use, intuitive multimedia tool for packaging together interactive, multimedia presentations in a quick and easy manner.
  • an interface for distributing an educational content over a network including: instructions stored on a computer readable medium accessible to a mobile device of an instructor for packaging a educational content item and at least one questions into a lesson; storing the lesson on a server connected over the network to a plurality of student devices; sending a link to the plurality of student devices over a social network for accessing the educational content item from the server; instructions stored on a computer readable medium accessible to the server for sending the educational content item to each device of the plurality of student device over the network in response to accessing the link by the each device and storing information about the sending; further sending the at least one question to each device the plurality of student device over the network on demand from the each device after the accessing the link by the each device and storing information about the further sending; receiving a plurality of responses to the at least one question from the plurality of student devices; reporting the information on the sending and the information on the further sending and information of the plurality of responses to the instructor device over the
  • the interface further includes instructions stored on a computer readable medium accessible to the server for storing the plurality of responses.
  • the interface further includes a template stored on a computer readable medium accessible to the instructor device, the template including instructions for recording the at least one question in audio format using a microphone of the instructor device.
  • the interface where the interface includes instructions for limiting the questions to less than 2 minutes.
  • the interface further includes a template stored on a computer readable medium accessible to the instructor device, the template including instructions for recording the at least one question using a text input interface of the instructor device.
  • the interface where the interface includes instructions for limiting the questions to less than 500 characters.
  • the interface further includes a template stored on a computer readable medium accessible to the instructor device, the template including instructions for recording a narration for at least one of a picture and a video in the education content.
  • the interface where the interface includes instructions for limiting the narration to less than 2 minutes.
  • the narration is in audio format and the instructions of recording a includes instructions for recording the narration over a microphone of the instructor device.
  • the narration is in a text format and the instructions of recording a includes instructions for recording the narration using a textual input interface of the instructor device.
  • the interface where the interface includes instructions for limiting the narration to less than 500 characters.
  • the interface further includes a template stored on a computer readable medium accessible to the instructor device, the template including instructions for recording the education content in audio format using a microphone of the instructor device.
  • the interface where the interface includes instructions for limiting the questions to less than 10 minutes.
  • the interface further includes a template stored on a computer readable medium accessible to the instructor device, the template including instructions for recording the educational content using a text input interface of the instructor device.
  • the interface where the interface includes instructions for limiting the education content to less than 2000 characters.
  • the interface further includes instructions for producing a group including the plurality of students devices and the instructor device for discussion of the educational content and for sharing the discussion with the group.
  • the sharing is over the social network.
  • the sharing is over the network.
  • the sharing is via the server.
  • the interface further includes instructions to include a mediator in the group.
  • the interface further includes instructions for directing the discussion to the server and the server includes memory for storing the discussion.
  • a method of distributing an educational content item over a network including: packaging a educational content item and at least one questions into a lesson; storing the lesson on a server connected over the network to a plurality of student devices; sending a link to the plurality of student devices over a social network for accessing the educational content item from the server; sending the educational content item to each device of the plurality of student device over the network in response to accessing the link by the each device and storing information about the sending; further sending the at least one question to each device the plurality of student device over the network on demand from the each device after the accessing the link by the each device and storing information about the further sending; receiving a plurality of responses to the at least one question from the plurality of student devices; and reporting the information on the sending and the information on the further sending and information of the plurality of responses to an instructor device over the network.
  • the method further includes storing the plurality of responses on the server.
  • the method further includes recording the at least one question in audio format using a microphone of the instructor device.
  • the method further includes limiting the questions to less than 2 minutes.
  • the method further includes recording the at least one question using a text input interface of the instructor device.
  • the method further includes limiting the questions to less than 500 characters.
  • the method further includes recording a narration for at least one of a picture and a video in the education content.
  • the method further includes limiting the narration to less than 2 minutes.
  • the narration is in audio format and the instructions of recording a includes instructions for recording the narration over a microphone of the instructor device.
  • the narration is in a text format and further including recording the narration using a textual input interface of the instructor device.
  • the method further includes recording the education content in audio format using a microphone of the instructor device.
  • a system for overseeing distribution of a teaching content over a network a plurality of learner devices connected to the network and subscribed to a social network; a server connected to the network, the server including a memory for storing a packaged lesson, distribution information and response data; a processor configured for sending the educational content item to each device of the plurality of student device over the network in response to accessing the link by the each device and storing information about the sending; further sending the at least one question to each device the plurality of student device over the network on demand from the each device after the accessing the link by the each device and storing information about the further sending; receiving a plurality of responses to the at least one question from the plurality of student devices; reporting the information on the sending and the information on the further sending and information of the plurality of responses to an instructor device over the network; an instructor device configured for, packaging a educational content item and at least one questions into a lesson; storing the lesson on a server connected over the network to a pluralit
  • some embodiments of the present invention may be embodied as a system, method or computer program product. Accordingly, some embodiments of the present invention may take the form of an entirely hardware embodiment, an entirely software embodiment (including firmware, resident software, micro-code, etc.) or an embodiment combining software and hardware aspects that may all generally be referred to herein as a “circuit,” “module” or “system.” Furthermore, some embodiments of the present invention may take the form of a computer program product embodied in one or more computer readable medium(s) having computer readable program code embodied thereon. Implementation of the method and/or system of some embodiments of the invention can involve performing and/or completing selected tasks manually, automatically, or a combination thereof. Moreover, according to actual instrumentation and equipment of some embodiments of the method and/or system of the invention, several selected tasks could be implemented by hardware, by software or by firmware and/or by a combination thereof, e.g., using an operating system.
  • a data processor such as a computing platform for executing a plurality of instructions.
  • the data processor includes a volatile memory for storing instructions and/or data and/or a non-volatile storage, for example, a magnetic hard-disk and/or removable media, for storing instructions and/or data.
  • a network connection is provided as well.
  • a display and/or a user input device such as a keyboard or mouse are optionally provided as well.
  • the computer readable medium may be a computer readable signal medium or a computer readable storage medium.
  • a computer readable storage medium may be, for example, but not limited to, an electronic, magnetic, optical, electromagnetic, infrared, or semiconductor system, apparatus, or device, or any suitable combination of the foregoing.
  • a computer readable storage medium may be any tangible medium that can contain, or store a program for use by or in connection with an instruction execution system, apparatus, or device.
  • a computer readable signal medium may include a propagated data signal with computer readable program code embodied therein, for example, in baseband or as part of a carrier wave. Such a propagated signal may take any of a variety of forms, including, but not limited to, electro-magnetic, optical, or any suitable combination thereof.
  • a computer readable signal medium may be any computer readable medium that is not a computer readable storage medium and that can communicate, propagate, or transport a program for use by or in connection with an instruction execution system, apparatus, or device.
  • Program code embodied on a computer readable medium and/or data used thereby may be transmitted using any appropriate medium, including but not limited to wireless, wireline, optical fiber cable, RF, etc., or any suitable combination of the foregoing.
  • Computer program code for carrying out operations for some embodiments of the present invention may be written in any combination of one or more programming languages, including an object-oriented programming language such as Java, Smalltalk, C++ or the like and conventional procedural programming languages, such as the “C” programming language or similar programming languages.
  • the program code may execute entirely on the user's computer, partly on the user's computer, as a stand-alone software package, partly on the user's computer and partly on a remote computer or entirely on the remote computer or server.
  • the remote computer may be connected to the user's computer through any type of network, including a local area network (LAN) or a wide area network (WAN), or the connection may be made to an external computer (for example, through the Internet using an Internet Service Provider).
  • LAN local area network
  • WAN wide area network
  • Internet Service Provider for example, AT&T, MCI, Sprint, EarthLink, MSN, GTE, etc.
  • These computer program instructions may also be stored in a computer readable medium that can direct a computer, other programmable data processing apparatus, or other devices to function in a particular manner, such that the instructions stored in the computer readable medium produce an article of manufacture including instructions which implement the function/act specified in the flowchart and/or block diagram block or blocks.
  • the computer program instructions may also be loaded onto a computer, other programmable data processing apparatus, or other devices to cause a series of operational steps to be performed on the computer, other programmable apparatus or other devices to produce a computer implemented process such that the instructions which execute on the computer or other programmable apparatus provide processes for implementing the functions/acts specified in the flowchart and/or block diagram block or blocks.
  • Some of the methods described herein are generally designed only for use by a computer, and may not be feasible or practical for performing purely manually, by a human expert.
  • a human expert who wanted to manually perform similar tasks might be expected to use completely different methods, e.g., making use of expert knowledge and/or the pattern recognition capabilities of the human brain, which would be vastly more efficient than manually going through the steps of the methods described herein.
  • FIGS. 1A and 1B illustrate systems for distribution of content in accordance with embodiments of the current invention
  • FIG. 2 illustrates method to produce and/or package and/or share a lesson in accordance with an embodiment of the current invention
  • FIG. 3A-3E are screen shot illustrations of an interface to generate, package and/or share a lesson in accordance with an embodiment of the current invention
  • FIG. 4 illustrates method to learn a lesson in accordance with an embodiment of the current invention
  • FIGS. 5A-5F illustrates method to produce and/or package and/or share a lesson in accordance with an embodiment of the current invention.
  • the present invention in some embodiments thereof, relates to a multimedia tool and, more particularly, to a tool for amalgamating various media into an interactive media presentation.
  • An aspect of some embodiments of the current invention relates to an interface for controlling the distribution of content over a network of mobile devices.
  • training content produced on a mobile network device is distributed using a central server.
  • an overseer interface facilitates monitoring of the content and/or its distribution.
  • the system includes tools for an overseer to follow and/or control the distribution of the material over a network and/or consequential discussion.
  • An aspect of some embodiments of the present invention relates to an interface for sharing knowledge over a network.
  • the interface enforces a strict format that facilitates quick production of a lesson and/or acquiring of knowledge using a mobile network device.
  • the format is optionally configured to encourage retention of information and/or further sharing.
  • an application is supplied for a member of a group (for example a commercial organization), a content producer (an instructor), to produce an interactive content item and/or share it over a network (for example a social network) with a group of learners.
  • the application optionally automatically stores the content on a network accessible server.
  • a learner views and/or responds to the content, a record of what was viewed and/or the response is saved.
  • the content and/or the responses are made available to various users, e.g. the content producer, some or all of the learners and/or an overseer.
  • a user may get level of detail available may depend on the user privileges.
  • a user may get access to public contents (e.g. shared over the network) and/or statistics about learners and/or responses
  • the present invention discloses an innovative tool for creating, sharing and overseeing distribution a digital unit of content.
  • Content creation may include packaging together various digital media using only the basic features of a smartphone or tablet.
  • the instructor records and/or gathers the base materials and the application renders them into a single digital unit or package which includes design, question and answer survey as well as a chat or forum option to facilitate discussion between students regarding the study material.
  • the digital unit encompasses the entire teaching cycle within the unit.
  • the micro-lesson is not merely a teaching aid but rather a substantially self-contained learning experience.
  • the teaching cycle includes, for example: delivery of knowledge, application of the knowledge via questioning, debriefing and/or feedback facilitated through the presentation of the solution by the instructor and group learning over a network and/or discussion over a network facilitated by a chat feature and/or forum.
  • embodiments of the immediate system make the digital world available to the instructor for him or her to create digital micro-lessons.
  • the otherwise complicated and time-consuming task that would take many hours of use over various different software applications may be made available to one of average skill in the computer arts by a few simple clicks and touches on the touch screen of the ubiquitous smartphone.
  • even those users with only the most basic capabilities on the smartphone are now able to produce extremely high quality digital micro-lessons which are very effective teaching tools.
  • the accessibility afforded by embodiments of the immediate system facilitates the instructor reaching students, communicating with the students and/or creating digital material that the teacher may otherwise not be able to create.
  • FIGS. 1A and 1B illustrate systems for distribution of content in accordance with embodiments of the current invention.
  • a network 100 provide connects a plurality of user communication devices including for example a device 102 associated with an overseer and/or a mediator device 104 and/or an instructor device 106 (for example device 406 as illustrated in FIGS. 4A-4E ) and/or a learner device 108 a , 108 b , 108 c .
  • a server 110 is also connected to the network and/or supplies continuous access to content.
  • Each device 102 , 104 , 106 and/or 108 a - 108 c optionally includes a processor, read write accessible memory, a camera, a microphone, a speaker, a view screen and/or a text input interface.
  • the instructor device includes a lesson packaging interface.
  • the lesson packaging interface include software directing an instructor in production and distribution of a lesson package (for example as illustrated in FIG. 2 ).
  • the interface receives materials from the instructor and packages them as a lesson.
  • the interface receives sharing instructions from the instructor.
  • sharing instructions may include an identity of a group of learners.
  • the interface optionally uploads the lesson package to server 110 and/or sends links to the stored package, for example over a social network 124 , to learner devices 108 a - 108 c .
  • the interface may further form a group on the social network 124 including the learners' and server 110 .
  • further communication related to the lesson will be shared with the learners and the instructor and/or stored on server 110 .
  • Server 110 optionally makes materials, communications and/or statistics about the interactions available to the moderator and/or the overseer over the same social network 124 as the learners and/or via a different interface (for example the overseer may have an overseeing application that communicates directly with server 110 over network 100 ).
  • a system may be used for marketing communication.
  • an instructional bite may include advertising content and/or customer instructions and/or a user survey.
  • data may be tracked on users of the bite (e.g. who reads, to with whom do they share, what are their comments, what are their response).
  • an interesting introductory video may go viral and carry with it a survey to learn about the understanding and/or needs of potential customers.
  • the bite may be sent to a large population and/or bring connections to people who might be interested in products etc.
  • FIG. 2 illustrates method to produce and/or package and/or share a communication bite in accordance with an embodiment of the current invention.
  • the instructor may supply content including media and/or text for teaching and review of a lesson.
  • the instructor may interactively record content and/or upload.
  • the interface may package the content and further query to the instructor to select a social network over which to share the lesson and/or a group of learners with whom to share the lesson.
  • the interface may send the package to a server and/or share links to the server to the group over the network.
  • a multimedia packaging tool uses the basic functionality of the mobile device including for example some or all of video, camera, gallery, voice recordings, sound files, sharing Internet content.
  • the system gives the instructor a tool to create a lesson that covers the entire cycle of learning.
  • the system may guide the user to produce a lesson in a micro-lesson digital unit.
  • the tool guides the user to produce the lesson quickly and/or efficiently for example by constraining the creation process to inhibit wasteful practices.
  • a system will supply one or more fixed formats for a digital communication (or “Bite”). For example, an instructor will open a dedicated application on his device and/or will open a lesson preparation interface via a general program (such as a browser and/or an editor).
  • the system will query the user for content. For example, the content will be narrowly defined and/or limited.
  • the interface will query the instructor for a cover 212 for the lesson.
  • the cover 212 will have a standard form that will open when the learner clicks on a link the lesson.
  • the cover 212 may include information telling the learner who thinks that he needs to know this information and some idea of what it is.
  • the cover 212 optionally also includes a start control and/or an identifiable form (for example, a graphic making it easier to recall the identity and/or content of the bite and/or to find the bite later.
  • inputting information for the cover is optionally limited to a few lines of text (less than 60 words) and/or choosing from a small library (of less than 200) colors and/or graphics.
  • the interface will inhibit instructors from spending a long-time fine tuning the cover page of their lesson.
  • the time for preparing a cover 212 will be on the average less than 3 minutes.
  • the system will time out if the user spends too much time on a task, such as the cover 212 .
  • the content of a digital unit opens with a presentation of content in an introduction 214 .
  • the introduction 214 is optionally followed by an interactive portion (for example a question 216 and/or game element).
  • a solution 218 is provided by the instructor.
  • the solution 218 helps motivate the learner and/or helps him evaluate his understanding of the content.
  • the bite closes with a closing 220 and/or a forum for discussion. Not every component has to be in every unit. For example, the instructor may decide which elements are in each Bite. Some units will have more elements and some less—depending on how the instructor structures the individual micro-lesson unit.
  • the instructor supplies tags 222 for example for indexing the bite and/or for later reference.
  • the interface queries the instructor for instructions how the bite is to be shared 224 . Sharing may include sending out a link over a social network and/or announcing the bite on a bulletin board or the like.
  • an element of the bite may include a picture/recording/voice/video/typing/copy-paste from texts etc.
  • the interface optionally includes basic editing tools for video, voice over, images, text and voice.
  • the interface is optionally tailored for an instructor's device. For example, supplying content may be done using a chain of simple menus on a small format device. Content may be supplied from network links and/or interactively using the input interface of the device (for example touch screen, microphone and/or camera). Text is optionally limited to an amount the can easily be read on a small format device. For example, text on the cover 212 in questions 216 and/or in answers may be limited to less 300 characters and/or less than 1000 characters.
  • Content for reading may be limited to 1000 characters and/or 5000 characters and/or 10000 characters.
  • the questions 216 can be in various forms for example multiple choice questions and/or open questions and the like. The type of question that is selected will influence the type of results that will be received as well as the manner in which the questions will be generated. The questions are optionally generated in a way that allows the instructor to indicate the correct answer.
  • a solution 218 may include an explanatory video clip, explanation, voice clip can be provided by the instructor, according to the manner in which the question was generated.
  • the student who, for example, is working out math problems may optionally receive immediate feedback indicating whether the answer is right or wrong and/or the student is optionally receives an explanation or demonstration of how the problem is supposed to be correctly solved and/or an additional understanding of his mistake that will bring him to the correct answer in the future.
  • the interface guides the instructor to prepare the questions and explanations ahead of time in a way that the student is able to enjoy a learning experience where they are challenged and then provided with immediate feedback to their response.
  • the lesson package over received over a network is like having a private tutor explaining the work—but without taxing the teacher to be private tutor for each student.
  • a lesson planning interface includes a tool for adding a gaming element into the micro-lesson digital unit.
  • introducing a gaming element into the unit adds an aspect of fun to the learning experience—and in some cases, the gaming element may also be competitive.
  • the interface may facilitate Competition that is a healthy incentive for academic success.
  • the competitive element may pit students against each other for the best results.
  • the interface facilitates proper use of competitive network games for example helping the students have a lot of fun.
  • the interface includes a tool to facilitate collaborative learning.
  • the instructor may form a group and/or register learners via a forum and/or chat.
  • the forum is optionally open to the students.
  • the forum is administered by the instructor, a mediator and/or an administrator from a pertinent organization (for example, if the bite concerns sales and/or is directed to the sales staff of a retail chain, an administrator of the chain may oversee the forum.
  • the administrator may or may not also participate in the discussions.
  • a forum may be a particularly means of discussing the subject matter and summing up the lesson at the end of the digital learning micro unit.
  • the instructor has the option of generating a personalized design for the cover of the digital package.
  • the instructor does not need to be a graphic designer or own specialized software in order to create the aesthetic aspect of the digital unit.
  • the instructor is discouraged from devoting too much resources to the cover of the bite (for example, the interface may limit input and/or offer only a limited choice of designs and/or once an instructor has supplied a cover the interface may discourage and/or prevent going back and reediting it.
  • the application may present step by step instructions and lists etc. from which the user selects the desired graphics.
  • the system optionally renders the selections into a background for the project or unit.
  • the instructor selects which aspects of the unit are interactive and which are “frontal” or “read-only” (i.e. do not accept input from the user/student).
  • the instructor may provide interactive media, such as an interactive video.
  • the application While the application is needed to create the digital package, the students themselves do not need to download and install the application in order to access the unit.
  • the application Once the application renders the raw material into a cohesive multimedia package, the application generates a hyperlink to the package on the Web.
  • the link can be sent to the students in any of the plethora of communication systems including social networks, email, SMS, posting on a forum etc. The student accesses the link over the Internet and the fully rendered package is presented to the student.
  • a student can download and install the student application which gives the user increased functionality, better performance and an ability to manage a library of units, a game history and results.
  • the system provides the instructor with a wide range of administrative tools to simply supervise 226 learning of the digital units.
  • the interface may include a tool for the instructor or another administrator to track each of the student's progress on the unit, e.g. a listing of the students with a column indicating whether the student has activated the link, begun the assignment and/or successfully completed the unit.
  • the server may register his progress.
  • data on the progress of each student may be stored on the server and/or pushed to the device of the instructor.
  • the interface provides various statistical and analytical tools that facilitate the instructor to track and analyze the students' progress.
  • the system may provide a break-down graph of unit by question, which allows the instructor to see how everyone did for each question or problem. In some cases, this may be helpful, for example, clarify to an instructor what material is well understood and what material needs further instruction.
  • the break-down can, exemplarily, be per student, showing which students did the best and which need additional instruction.
  • the supervising may include moderating and/or monitoring the student forum for the specific unit. Where applicable the monitor can comment, respond to queries and/or monitor the communications for inappropriate behavior (i.e. just as the instructor would do in a classroom setting).
  • an instructor has access to a personal library of a unit and in some cases to a general library (e.g. a library of English Literature digital units, such as a digital unit for chapter one of the book The Great Gatsby).
  • the instructor is optionally, able to edit a unit that is available for personal use and/or to reuse parts of a unit. For example, this may reduce the work necessary in generating a unit.
  • FIG. 3A-3E are screen shot illustrations of an interface to generate, package and/or share a lesson in accordance with an embodiment of the current invention.
  • the interface is configured for use on a mobile device 306 .
  • the interface allows interactive input using a built-in microphone 338 to record content, questions and/or narration.
  • the interface allows use of a built-in camera 330 to make still pictures and/or video for example of content. Instructions may be passed to the instructor via audio signals from a built-in speaker 328 . Alternatively or additionally, external components whether wired and/or wireless (e.g. via Bluetooth) may be used in place of speaker 328 and/or microphone 338 and/or camera 330 .
  • device 306 .
  • device 306 includes a touch screen 340 .
  • the menus of the interface are simple for example in order to allow viewing of the menu simultaneously with a keyboard 336 on a hand-held device 306 .
  • FIG. 3A illustrates a menu for naming a bite.
  • the instructor may be queried for a name 312 of the Bite.
  • the length of the name 312 may be limited (for example to less than 40 characters and/or less than 80 characters).
  • the menu optionally includes a back button 332 (e.g. for returning to the beginning of bite creation) and/or a forward button 334 (e.g. for moving forward to adding content e.g. the introductory material) to the lesson.
  • another menu allows the instructor to choose a background and/or foreground graphic for the cover of the bite.
  • the chooses and format of the cover is limited. For example, having a fixed format and/or limited choices may speed up the process of preparing a lesson.
  • FIG. 3B illustrates a main menu of an interface for generating an instructional bite in accordance with an embodiment of the current invention.
  • an interface may facilitate making an instructional bite with 6 steps.
  • a first step may include naming and/or giving a cover to the bite (for example as illustrated in FIG. 3A ).
  • a second step of adding an introduction 342 to the content may include for example a presentation of the content.
  • the introduction may be recorded interactively and/or uploaded from a local memory and/or uploaded from a network memory (e.g. cloud storage) and/or uploaded from an external source, for example a web page and/or Utube etc.
  • a third step may include adding interactive content (for example adding questions 344 and/or a game).
  • a fourth step may include providing answers to the questions 346 and/or an explanation of the correct answers and/or common mistakes.
  • a fifth step may include providing a closing 348 .
  • the closing 348 may include a forum and/or issues for discussion 348 .
  • a closing 348 may include a review of the material presented in the introduction 342 .
  • a final and/or sixth step may include saving 352 the packaged bite (for example to a server) and/or sharing the bite (for example by sending links to students over a social network).
  • a menu may include large buttons on the touch screen and/or a pop-up status notification 350 and/or an identifier 353 (for example giving information about the bite such at a title 353 .
  • FIG. 3C illustrates a first menu for entering questions in accordance with an embodiment of the current invention.
  • the process of setting up questions may be broken into a few (e.g. less than 4 and/or between 4 to 10) steps each step having a few (e.g. less than 4 and/or between 4 to 10) choices.
  • a first menu presents a touch button for each choice of open questions 354 and/or multiple-choice questions 356 .
  • a further screen presents of choice of downloading prepared questions and/or recording questions interactively.
  • a further screen presents choices of presenting questions in an audio, video and/or textual format the user is optionally asked how many questions there will be and/or presented a screen for recording and/or selecting each question.
  • menus are geared for multiple choice selection of by a single touch rather than slower textual input.
  • FIG. 3D illustrates a third menu for entering questions in accordance with an embodiment of the current invention. For example, when a user has chosen to enter questions interactively, he is queried whether he wants to record questions 358 (with audio and/or video input) or enter textual questions 360 .
  • FIG. 3E illustrates a final menu for sharing an instructional bite in accordance with an embodiment of the current invention.
  • the bite is stored on the server.
  • the instructor and/or an administrator is presented a menu for sharing the bite.
  • the instructor gives a name 364 to a group of learners who are to receive the lesson and/or populates the group with names.
  • the names may be from his contacts and/or from groups of contacts of an organization sponsoring the learning.
  • the instructor is given a menu 362 of social networks over which to share the bite.
  • he chooses a network he is moved to an interface of that network.
  • the network may facilitate sending a link to each member of the group defined inside and/or outside the network.
  • the students may be a group defined in the network.
  • the sharing menu me part of the interface of the bite preparation interface.
  • links may be sent out from the server.
  • a link is also sent to an overseer and/or a monitor of the lesson.
  • FIG. 4 illustrates method to present a lesson in accordance with an embodiment of the current invention.
  • a link is sent 412 to a learner for example over a social media.
  • the link connects the learner to a server wherein the instruction bit stored.
  • the learner clicks the link is connected to a server which delivers 414 a portion (for example an introduction) of the bite to the device of the learner.
  • viewing a bite may be limited to certain users who must enter using a link.
  • the system may only make the bite available to registered devices and/or may require a password and/or confirmation over email, SMS etc.
  • the server may track participation, time taken by the learner on lesson.
  • delivery 414 may not require downloading of a dedicated application.
  • the interface will collect auxiliary information, for example movement of the user device (for example using an accelerometer and/or GPS sensor of the device) and/or the background noise or light (for example using a camera and/or microphone of the device). For example, this may help track whether the learner is interrupting work to go over lessons, whether he is paying attention etc.
  • the bite may be delivered 414 in a standard format (e.g. HTML) for viewing using standard software (for example a web browser).
  • standard software for example a web browser
  • the learning may use a dedicated application and/or receive more advanced options when viewing and/or responding to the lesson.
  • various monitoring databases are updating 413 making available to an instructor and/or a supervisor up to date information on the status of learning of the bite.
  • the system delivers 415 questions to the machine of the learner.
  • questions are delivered 415 automatically after the learner has viewed introductory information and/or on demand and/or on demand only after the learner has viewed the introduction.
  • questions may be delivered 415 in the middle of viewing information, for example to make sure that the learner is really paying attention.
  • the interface receives 416 answers to questions from a learner.
  • a learner controls the pace on input and/or output of his lessons.
  • answers may include a choice from a list of answers and/or a textual answer and/or a recorded answer (e.g. audio and/or video). and/or a visual answer (for example a still photograph and/or an image downloaded from the Internet).
  • the interface grades the answers and/or presents 418 results to an instructor and/or or a supervisor and/or the learner. Alternatively or additionally, answers may be sent for manual graded for example by an instructor.
  • the server may deliver 420 a closing and/or connect 424 the use to a discussion group. Connection 424 to the discussion may also include instructions and/or presentation of material to encourage and/or direct the discussion.
  • a server may supply tools to a supervisor to mediate and/or monitor and/or control discussion.
  • FIGS. 5A-5F illustrates method to produce and/or package and/or share a lesson in accordance with an embodiment of the current invention.
  • a lesson is present on a user device 506 optionally including a touch screen 540 and/or other input or output devices, for example as described in the instructor device.
  • FIG. 5A is a screen shot illustration of an opening screen of an instructional bite in accordance with an embodiment of the current in invention.
  • the opening screen (e.g. cover) of the bite has a background 570 color and/or texture and/or the opening screen as a symbolic button 568 selected by the instructor.
  • the opening screen is simple, avoiding wasting taking up time making artistic statements.
  • the color and/or symbol of the opening page are arranged as a memory aid for the learner to quickly find and/or recall a lesson and/or its contents.
  • FIG. 5B is a screen shot illustration of an introduction of a bite in accordance with an embodiment of the current invention.
  • the FIG. shows an enlarged view touchscreen 540 .
  • content is given over in the introduction through an educational video 572 .
  • a store manager of a chain store shares insights on at counter sales with the sales staff of a Northeastern region of the chain.
  • the manager makes a video 572 on his cell phone of his two members of his sales staff role modeling a cashier encouraging a customer to buy extra products at the checkout counter.
  • the introductory screen includes a title bar 576 which may include a title of the bite and/or may have a background matching the background color of the cover page and/or may include the bite symbol of the cover page.
  • the introduction page includes a forward button 534 and/or a navigation menu 578 .
  • a lesson includes text and/or audio-visual material formatted for viewing on a mobile device.
  • FIG. 5C is a screen shot illustration of a question interface of a bite in accordance with an embodiment of the current invention.
  • a learner may be presented with a question 580 and/or a few choices for answers 582 , for example in the form of buttons.
  • the answer is stored on his profile for example on a server and/or the bite moves to the next menu, for example a solution menu.
  • FIG. 5D illustrates a solution menu in accordance with an embodiment of the current invention.
  • the solution menu includes the correct answer 584 and/or an explanation of why one or more answer is correct and/or why one or more answers in incorrect.
  • a menu may include statistics about the learner and/or other learners in the group.
  • a solution page may include statistics 584 about how people answered the questions.
  • FIG. 5E illustrates a solution menu in accordance with an embodiment of the current invention.
  • a bite includes a discussion interface, for example facilitating further communication between the learners and the learners and the instructor of the material.
  • the discussion interface may include questions for discussion and/or links to games and/or links to cooperative learning activities to be performed over a network.
  • the discussion interface may include links to further resources in the server or over the network such as web sites with more information and/or forums related to the subject matter of the bite.
  • the discussion interface includes a network chat window 586 for example allowing a student to send text, voice and/or video messages to members of the learning group.
  • use of the discussion page is monitored facilitating analysis of how much the students learned and/or how much interested was fostered and/or how much time was spent on the mobile device as a result of the bite.
  • FIG. 5F illustrates a screen shot of a scrolling page of a bite in accordance with an embodiment of the current invention.
  • a user may be able to page through the bite after he has learned the bite according to the order of presentation.
  • various parts of the bite may be available to a user at other times during the lesson.
  • a learner may download a complimentary student application and/or simply access the unit using a browser (as discussed above).
  • students may create unique usernames and/or passwords for the system (web or application based), and/or the system can be linked to an existing social network account such as Facebook® or Twitter®.
  • the interface allows the user to view and/or interact with the system (e.g. play the video or audio clip and answer the questions).
  • the interface can facilitate a competitive element, pitting the students against each other for the best results.
  • an instructor driven forum can summarize the learning unit, ending off the multimedia package. The students can “chat” with each other and/or the instructor on the forum in order to clarify an issue or argue a point.
  • compositions, method or structure may include additional ingredients, steps and/or parts, but only if the additional ingredients, steps and/or parts do not materially alter the basic and novel characteristics of the claimed composition, method or structure.
  • a compound or “at least one compound” may include a plurality of compounds, including mixtures thereof.
  • range format is merely for convenience and brevity and should not be construed as an inflexible limitation on the scope of the invention. Accordingly, the description of a range should be considered to have specifically disclosed all the possible subranges as well as individual numerical values within that range. For example, description of a range such as from 1 to 6 should be considered to have specifically disclosed subranges such as from 1 to 3, from 1 to 4, from 1 to 5, from 2 to 4, from 2 to 6, from 3 to 6 etc., as well as individual numbers within that range, for example, 1, 2, 3, 4, 5, and 6. This applies regardless of the breadth of the range.
  • a numerical range is indicated herein, it is meant to include any cited numeral (fractional or integral) within the indicated range.
  • the phrases “ranging/ranges between” a first indicate number and a second indicate number and “ranging/ranges from” a first indicate number “to” a second indicate number are used herein interchangeably and are meant to include the first and second indicated numbers and all the fractional and integral numerals therebetween.

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